本文選題：PARIYATRANGSAN + SCHOOL��； 參考：《內(nèi)蒙古師范大學(xué)》2017年碩士論文

【摘要】：近年來全球范圍內(nèi)“漢語熱”的興起使得海外漢語學(xué)習(xí)者有了低齡化趨勢,學(xué)齡前兒童成為學(xué)習(xí)漢語的新興群體。然而,國內(nèi)外對于幼兒漢語教學(xué)的理論和實(shí)踐研究,卻處于相對滯后的狀態(tài)。幼兒的生理、心理特點(diǎn)決定其在第二語言學(xué)習(xí)方面有別于青少年和成人,針對這一特定對象,生搬硬套青少年或成人的教學(xué)方法和模式是不可取的。怎樣根據(jù)幼兒的生理、心理特點(diǎn),選取切合實(shí)際的教學(xué)內(nèi)容和教學(xué)方法,設(shè)計(jì)豐富的課堂活動,激發(fā)幼兒的學(xué)習(xí)漢語的興趣,是一個(gè)值得探討的課題。本文以二語習(xí)得理論、第二語言教學(xué)理論、學(xué)前教育學(xué)、兒童心理學(xué)等相關(guān)理論為依據(jù),結(jié)合筆者赴泰國佛丕府PARIYATRANGSAN SCHOOL幼兒園部擔(dān)任漢語教師的教學(xué)經(jīng)歷,探討對泰幼兒漢語口語課堂教學(xué)的內(nèi)容、原則、方法等。正文分為三個(gè)部分:第一部分,結(jié)合泰國幼兒的生理、心理特點(diǎn),以及PARIYATRANGSAN SCHOOL幼兒漢語教學(xué)定位,確立了對泰幼兒漢語口語教學(xué)的目標(biāo)和原則。對泰幼兒漢語口語教學(xué)定位為啟蒙教學(xué)。這一定位決定了對泰幼兒漢語口語教學(xué)的教學(xué)目標(biāo)是激發(fā)泰國幼兒學(xué)習(xí)漢語的興趣,培養(yǎng)他們對漢語語音的敏感性,突出幼兒的學(xué)習(xí)情感,為今后的漢語學(xué)習(xí)打下基礎(chǔ);同時(shí),對泰幼兒漢語口語教學(xué)必須遵循一定的教學(xué)原則,其中包括:趣味性原則、及時(shí)重復(fù)原則、直觀形象原則、少“言”多“動”原則、及時(shí)獎(jiǎng)勵(lì)原則、適當(dāng)糾錯(cuò)原則等。第二部分,探討了適合PARIYATRANGSAN SCHOOL幼兒學(xué)習(xí)的教學(xué)內(nèi)容。針對PARIYATRANGSAN SCHOOL幼兒的學(xué)生實(shí)際,本文認(rèn)為應(yīng)重點(diǎn)教授一些關(guān)于生活日常方面的漢語詞匯,以及最簡單的功能性句型,培養(yǎng)他們“說”漢語的語感。具體來說,在漢語聽力教學(xué)方面,重點(diǎn)對幼兒進(jìn)行漢語語音意識的訓(xùn)練,即培養(yǎng)他們“聽”漢語語音的敏感度。針對3—4歲的幼兒用兒歌來培養(yǎng)他們的漢語聲調(diào)意識;5歲的幼兒把聽辨漢語聲母作為其聽力訓(xùn)練的主要內(nèi)容�？谡Z詞匯選取方面,應(yīng)遵循易于理解性、生活常用性、生動形象性原則,再者,要突出主題式漢語口語詞匯教學(xué);會話教學(xué)方面,應(yīng)注重強(qiáng)化幼兒說中文的語感,并且在課堂上有意增加教師與學(xué)生之間的口語交際對話。第三部分,以筆者在PARIYATRANGSAN SCHOOL幼兒園部具體教學(xué)實(shí)踐結(jié)合第二語言教學(xué)法理論,探究對泰幼兒漢語口語教學(xué)有效的教學(xué)方法。本文認(rèn)為,游戲法、全身反應(yīng)法、直接法、聽說法、翻譯法等方法可以使學(xué)生在愉快的氛圍中體驗(yàn)學(xué)習(xí)漢語的樂趣,是行之有效的教學(xué)方法。
[Abstract]:In recent years, the rise of "Chinese fever" in the world has made overseas Chinese learners have a trend of younger age, preschool children become a new group to learn Chinese. However, the theoretical and practical research on infant Chinese teaching at home and abroad is lagging behind. The physiological and psychological characteristics of young children determine that they are different from adolescents and adults in second language learning, so it is not advisable to apply the teaching methods and models of teenagers or adults to this particular object. How to select practical teaching contents and teaching methods according to children's physiological and psychological characteristics, design rich classroom activities and stimulate children's interest in learning Chinese is a topic worth discussing. Based on the theories of second language acquisition, second language teaching, preschool education, child psychology and so on, this paper combines the author's teaching experience as a Chinese teacher in the Pariyatran Schol Kindergarten Department of Thailand. This paper discusses the contents, principles and methods of oral Chinese teaching for children in Thailand. The text is divided into three parts: the first part, combined with the physiological and psychological characteristics of Thai children, as well as the Chinese teaching orientation of PariYATRANGSAN Schol, establishes the goals and principles of oral Chinese teaching to Thai children. The teaching of oral Chinese for Thai children is defined as enlightenment teaching. This position determines that the goal of oral Chinese teaching for Thai children is to stimulate Thai children's interest in learning Chinese, to cultivate their sensitivity to Chinese pronunciation, to highlight children's learning feelings, and to lay a foundation for future Chinese learning. The teaching of spoken Chinese for Thai children must follow certain teaching principles, including: interesting principle, timely repetition principle, visual image principle, less "more words" principle, "timely reward" principle, appropriate error correction principle and so on. In the second part, it discusses the teaching contents suitable for ParIYATRANGSAN Schole. In view of the actual situation of the children of PARIYATRANGSAN Schol, this paper suggests that we should focus on teaching some Chinese words about daily life and the simplest functional sentence patterns, so as to cultivate their sense of "speaking" Chinese. Specifically, in the teaching of Chinese listening, the emphasis is on the training of children's phonological awareness, that is, to train their sensitivity to "listen" to Chinese pronunciation. Children aged 3-4 years old use children's songs to cultivate their awareness of Chinese tonality. Children aged 5 years regard listening and distinguishing Chinese consonants as the main content of their listening training. In the selection of oral vocabulary, we should follow the principles of easy to understand, common use of life, vivid visualization, and highlight the topic teaching of spoken Chinese vocabulary, while in conversational teaching, we should pay attention to strengthening the sense of language of children speaking Chinese. And in the classroom intended to increase the dialogue between teachers and students in oral communication. In the third part, the author explores the effective teaching methods for Thai children's oral Chinese teaching by combining the specific teaching practice in the kindergarten department of PARIYATRANGSAN Schol with the theory of the second language teaching method. This paper holds that the methods of game, whole body reaction, direct, listening and speaking, translation and so on can enable students to experience the fun of learning Chinese in a pleasant atmosphere, which is an effective teaching method.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G613.2

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